The intent of this course is to guide students through a process of exploring,
shaping and theorizing about the classroom practice of teaching English to second
language learners. The course includes daily lecture/discussion with a practical
component in an EFL classroom. Students will discuss readings, observe students
and teachers in the classroom setting, and begin to develop their own ESL teaching
practices through supervised practical teaching experience, reflection, and
understanding of theory and classroom concerns. The goal is to develop specific
abilities to respond to the constantly changing and complex classroom contexts
that characterize ESL teaching in U.S. public schools. Instructor Permission
required. Corequisite:

ED 462 (4 credits)

Goals of Course

1. Create a self-awareness of beliefs and assumptions about teaching/learning
and specifically language learning

2. Develop an understanding of communication in the second language classroom

Due to the intensive nature of this course in an international setting, selected
readings and some course projects will be completed before and after the actual
class sessions. In Ecuador, over a three-week time period, the class will meet
daily for two hours and 15 minutes of lecture/discussion and a two hour practicum
each afternoon. A portfolio will be compiled to gather examples of learning
accomplished throughout the course. The portfolio is not due until August, so
that a literature review and final reflective narrative may be completed upon
return to the U.S.

Course Assignments:

(Pre-course Projects)

Narrative Inquiry

(These assignments will be explained in person during the class sessions of
ED 461).

First, complete assigned readings. Then, write a 2 to 3 page narrative summarizing
what you noticed and found out for each task as outlined below. (You should
write two separate narratives.) Use the questions below as prompts to stimulate
your thinking.

1. Observing classrooms – Observe a classroom as an outside observer.
(An ESL or language class is preferable, but it may be any classroom which is
not your own.) Take notes in which you record and reflect on what you are noticing.
Try to record as much as you can in order to get a sense of the “culture”
of this classroom. If possible, tape-record the class you observe…this
will help you to “re-see” the class. Collect any class handouts
or assignments as “artifacts.” After you have compiled this information,
examine and re-read it. Write a narrative describing the class. What interests,
intrigues or puzzles you? Do you notice any patterns that you want to explore
further? What do you notice about the teacher, or the students and how they
interact?

2. Methods – Interview two different colleagues (teachers) about their
experience using a particular method in the classroom. Some issues to consider:
What is the method? Describe it. Why have these teachers adopted these methods?
To what extent do they believe they work? What do they see are the benefits
and what are the limitations? How did these methods become part of their teaching
practice? How have they changed or adapted the method?

Class participation: You are expected to come prepared for each class (i.e.,
carefully read and complete all assignments) and to actively participate in
class discussions and activities.

Reflective journal: You are required to keep a reflective journal based on
your language, cultural and practice teaching experiences during the three-weeks
in Ecuador. You will draw on your experiences in the practical component of
this course as well as your interactions in the community and with your host
families. Specific topics will be assigned on an alternating schedule with the
“Understanding Language Acquisition” course.

Portfolio: In a portfolio, you will gather examples of lessons, teaching materials,
your journal reflections on the readings and on your teaching, and your thoughts
on the cultural experiences you are having. The portfolio is intended to not
only accumulate evidence of your on-going development as an ESL teacher, but
also to make explicit your understanding of teaching diverse students. To synthesize
your learning in this course, you will develop a teaching task, teaching materials
or classroom project (in groups or individually) to include in an ESL Teaching
Practices collection and as part of your portfolio. This collection of teaching
ideas will be reproduced for distribution to the group. The portfolio will include
a post-field experience summary statement and, therefore, the portfolio is not
due until August 20. The summary statement will outline what was learned in
the teaching practice and will synthesize the goals for the practical experience,
self-evaluation, peer feedback and supervisor comments.

Course components to be included and assessed in the portfolio are:

Narrative inquiry: 10%

Reflective journals: 10%

ESL Teaching practice project: 20%

Summary Statement 20%

Portfolio Total 60%

(Post-course Project)

Literature review: Choose a topic related to ESL classroom instruction that
you would like to know more about and that will be useful to you in your teaching.
Find three articles on the topic. Review each article critically, showing relationships
between the articles and discuss the implications of the articles for classroom
practice. This written project should not be more than ten pages. A draft of
your written review will be read and discussed in class with your peers during
the last weekend session in August. The final draft is due as part of your portfolio
on August 20.